1. Introduction
The rapid development in the fields of science and technology in recent years has brought about and continues to bring about change [
1,
2,
3], especially in adult education [
4,
5,
6,
7]. Information and communications technologies (ICTs) are essentially contributing to the enhancement and effectiveness of the provided adult education [
4,
5,
6,
7,
8,
9,
10], which has always been at the center of social changes [
1,
2,
3,
7,
8,
9]. Audiovisual media technologies are integrated in ICTs and are used as educational techniques and tools to create and disseminate digital media literacy [
11], employing widespread content delivery modes, which result in acquiring improved knowledge, and in order to achieve proper and constructive communication (verbal and non-verbal) [
12,
13], while developing skills identified through 4C:
communication,
collaboration,
critical thinking, and
creativity [
14]. Effective integration of audiovisual media technologies requires dedicated and talented adult educators [
15,
16] who facilitate broadening the educational process from curriculum [
17,
18] and textbook-centered material up to real-world Internet applications and services [
4,
5,
6,
7,
8,
15,
16,
17,
18,
19], combining communication techniques [
12,
13,
19,
20,
21,
22,
23] and taking into account the adult learners’ profile [
15,
24,
25,
26].
In a conventional educational environment, educators on all educational levels and disciplines should organize a prepared lesson plan prior to the presentation of a lesson to the learners (including the adult learners) [
17], which is essentially a prearranged strategy for imparting information. Nowadays, educators are increasingly presenting information with the assistance of audiovisual media technologies in education to support technology-enhanced learning [
15,
27,
28,
29,
30] because they believe learners learn better [
18], which is documented through literature review [
15,
16]. On the other hand, in adult education, although there is an important and valuable literature review [
4,
5,
6,
7,
15], very little research has examined the pedagogical value of using audiovisual media technologies within the educational process in technology-enhanced learning [
27,
28]. The new adult generations (e.g., Generation Z/GenZ from 1995 [
31,
32]) that are now at the educational stages approach information mainly through audiovisual media technologies [
27,
28,
33,
34] and learn in this way [
15,
27,
28], but what about the older generations (e.g., Silent Generation from 1925 to 1945 [
35,
36], Baby Boomer Generation from 1946 to 1964 [
37,
38], Generation X/GenX from 1965 to 1979 [
39,
40], and Millennials or Generation Y/GenY from 1980 to 1994 [
41,
42,
43]), and what should adult educators do? Audiovisual media technologies can be implemented by educators on all educational levels and disciplines [
15], either as tools they use themselves to convey knowledge through stimulating the senses as a vivid teaching environment is created, or as tools for the learners and the adult learners to use which correlate concepts with skills to reach more effective outcomes through creativity [
6,
7,
8,
16].
This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), ICTs in adult education (in Greece and Cyprus), which began in 2016, while part of its primary data was used as secondary data with other primary data of other researches for a secondary analysis [
12,
13]. It consists of two researches, with a sample of adults as adult learners (18 years and older) from Cyprus and Greece (during the period 2019 to 2020). The primary data of this research were collected through the traditional experiment method (qualitative method) after or/and before conducting an interactive educational seminar based on a lesson plan using audiovisual media technologies and audiovisual content (audiovisual media communications from here on) through non-verbal communication, which were coded based on the new methodological approaches [
44,
45,
46,
47] as well as from and through Internet applications and services.
The aim of the research is to provide data that will contribute to the quality of adult education, and more specifically, the use of audiovisual media communications through teaching as educational techniques and tools to provide technology-enhanced learning, because nowadays the field of education technology (including mass media) is (still) plagued [
48,
49]. The purpose of the research, which was set from the beginning, was twofold. The primary objective were to investigate (a) the suitability of specific audiovisual media communications for use in any educational process (e.g., through a lesson plan); (b) the attitudes of adults as adult learners towards the specific audiovisual media communications that were used in interactive teaching (seminar)—testing of (new) theory of audiovisual media in education [
15], as well as (c) whether their use of audiovisual media communications respectively helps or alters the physical/psychological condition (level of fatigue or/and tiredness) of the participants at the end of the lesson (seminar), both as a device (audiovisual media technology) [
50,
51,
52] and as a content (audiovisual content) [
53,
54], as reported in the literature in relation to mass media [
54,
55,
56,
57]; and secondly, to present through research (as a case study) a lesson plan using audiovisual media communications through non-verbal communication as an exemplar for use.
In summary, these two researches that form the specific research, as well as ongoing research that explores the multidisciplinary field that incorporates MACE where included as part, is/are considered original because, (a) this methodology (as methodological approach which is part of the new research methods [
44,
47]) is applied for the first time, while (b) is implemented in two countries (Cyprus and Greece) at the same time. In addition, it contributes to the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning [
15,
27,
28,
29,
30], and especially in the field of audiovisual media in relation to adult education [
4,
5,
6,
7]. In conclusion, this article will address issues of audiovisual media, teaching methodology, and non-verbal communication, aiming at quality and efficient teaching in adult education.
2. Background and Literature Review
The education world today is changing enormously due the fact that everything is extremely visualized [
12,
13,
15,
16,
27]. From the rapid development in the fields of science and technology in recent years to globalization [
1,
2,
3], education today faces numerous challenges that have a significant impact on learning and teaching itself [
15]. Moreover, the challenge has forced educators to think differently about teaching, resulting in the creation of new and modern teaching trends [
16,
58,
59], such as differentiated teaching and interdisciplinary teaching which can apply technology-enhanced learning [
15].
The benefits of using and applying the audiovisual media technologies (including mass media, e.g., radio [
60] and television [
61]) within the classroom [
62] are already known, and especially in adult education where they have been known for five decades, using the (traditional) mass media [
63,
64,
65,
66]. For some unexplained reason, academia and researchers have stopped exploring the use of mass media in recent decades, as well as the audiovisual media technologies as new technologies in adult education (based on search results from the website database/search engine ERIC as specialized tool, using the terms “adult education” and “audiovisual media”, 21 results were found, of which only the 13 relevant to the topic after the systematic search of literature review, with chronologies from 1967 to 1979; at the time of writing this article). This may be due to (a) the rapid development of technology and the emergence (or re-emergence) of new teaching methods [
15,
16], or/and (b) because the then adult learners or/and adult educators were not ready for this technological innovation. If we consider the genealogical characteristics based on the genealogical cohorts of the then adult educators and learners (that is, they were members of the Baby Boomer Generation and especially of the Silent Generation, who are unfamiliar with the use of technology as
digital immigrants [
67,
68]), indeed, the adults then were not ready to manage the use of new technologies in adult education. New technologies five decades ago were considered the (traditional) radio (1920) and television (TV from here on) (1957) [
69], while today, interactive websites and weblogs/blogs, social media networks and platforms (e.g., LinkedIn, Facebook, Twitter, etc.), audiovisual platforms (e.g., YouTube, Vimeo, Netflix, etc.), Internet applications and services (e.g., Internet relay chat or messaging apps/social messaging/social chat, such as Skype, Viber, Facebook Messenger, WhatsApp, etc.), new media (e.g., Internet radio/TV or web-radio/TV), etc. [
1,
2,
3,
15]; so-called ‘ICTs’ are an umbrella term that includes basically any communication device, application, or service (as audiovisual media technologies) [
15].
Nowadays, audiovisual media technologies are used as educational techniques and tools in the educational process (e.g., through the implementation of a lesson plan) [
15], because they are an important factor in achieving enhanced learning, while, at the same time, playing a critical role in the success of teaching [
16] as well as an important role (mainly non-verbal [
12,
13,
22,
23]) in our psychological health through the consumption of audiovisual content [
54]. The literature states that the use of audiovisual media technologies presupposes new ways of approaching effective teaching [
15,
16,
70] and also requires educators at all educational levels and disciplines to display many advanced skills and abilities with competence [
15]. To be able to achieve this, educators should use them based on critical analysis and discussion of the transmitted messages as well as the self-action of learners [
15]. Every learner learns differently [
15,
16], so does the adult learner in adult education.
Adult learners learn under certain conditions and circumstances [
26,
71], such as (a) when they (i) understand, realize, and accept the aims of the training program/lesson/course/seminar, (ii) act and get involved, and (iii) train in a climate conducive to participation; as well as (b) when the education has a direct relation to everyday life [
4,
5,
72]. Thus, the adult educators should (a) teach, but also help adult learners how to learn (like students in school [
73], but differently from the way they have traditionally been treated in schooling [
71]); (b) provide them with the ability to continue learning; and (c) provide motivation through adult learning [
4,
5,
26,
74].
In the literature, it states that adult education is mainly about adults with inherent (e.g., performance, gender, religion, and age) and specific characteristics, such as people in general or/and minority populations, vulnerable social groups, and special audiences (e.g., people with muscular disabilities or kinetic problems, impaired vision) who cannot read or have a different native language [
24,
25,
71,
72], aiming to fight against cultural inequalities, exploring adult learning opportunities, and raising the general level of culture [
4,
5]. Moreover, that it is a vital element of the uninterrupted learning pathway because it concerns the whole range of formal, non-formal, and informal learning process as defined today [
4,
5], so adult educators should always innovate in the use of audiovisual media technologies [
15,
16,
70] and differentiate the methods of didactic processes for providing quality in education to meet the criteria of each level and discipline [
15,
16,
26,
70,
72,
74], giving equal opportunities [
24,
25,
71].
5. Discussion
Nowadays, when everything is extremely visualized [
12,
13,
15,
16,
27], the key for the future of adult education is ICTs [
4,
5,
6,
7,
8,
9,
10]. Audiovisual media communications are integrated in ICTs and are used as educational techniques and tools to create and disseminate digital media literacy [
11], employing widespread content delivery modes, which results in acquiring improved knowledge, and in order to achieve proper and constructive communication (verbal and non-verbal) [
12,
13], as well as to develop the skills identified through the 4Cs [
14].
This article presents through the traditional experiment method data obtained from Cyprus and Greece, which contribute to the quality of adult education. Therefore, the sample of the research consists of adults (18 years and older), and in particular from two researches during the period 2019 to 2020: (a) 40 adults as adult learners (pilot survey) and (b) 76 active adult educators as adult learners (main research). The primary data of this research were collected (a) from March 2019 until January 2020 (pilot survey) and (b) during the first half of 2020 (February 2020 until June 2020) (main research); before and after conducting an interactive educational seminar, which were then processed and coded.
Based on the results, we see that the aim and the twofold purpose of the research have been achieved, and the results are in accordance with the literature on the use of audiovisual media technologies in education (as well as in adult education) [
4,
5,
6,
7,
8,
9,
10,
15,
16] to support technology-enhanced learning [
15,
27,
28,
29,
30]. More specifically, based on the primary objective:
- (a)
We can safely say that the specific audiovisual media communications used through the lesson plan (i) are considered appropriate based on the answers to the open-ended questions of both in the pilot survey with adults as adult learners in
Figure 1 and the main research with adult educators as adult learners in
Figure 3 (researches from here on) were grouped and adjusted as quantitative data; and (ii) can be used in any educational process;
- (b)
The attitudes of adults as adult learners from the researches towards the specific audiovisual media communications (as educational tool) that were used in the interactive teaching (seminar), based on their answers in
Table 1 and
Table 3, we can safely state that the application of (new) theory of audiovisual media in education [
15] is considered the most appropriate. More specifically, the specific audiovisual media technologies (computer, overhead projector/projected visuals materials via presentation software, video projection/video, and speakers/sound and audio media) and the teaching methodology (differentiated teaching which is mainly based on the theory of constructive learning [
83]) are included in the theory of audiovisual media in education [
15], and finally;
- (c)
Based on the results, the use of the specific audiovisual media communications can be said to reduce symptoms of fatigue or tiredness (physical/psychological condition), improve concentration, and help people (adult learners in this case) in their psychological health (
Table 6), as stated in the literature about the benefits they offer to our psychological health which are numerous [
50,
51,
52,
53,
54]. This result may be due to the audiovisual content [
54] displayed through the audiovisual media technologies (something we will discuss below). If this is the case then the specific results from the main research in
Table 6 contradict the findings and results of other researches which state and indicate that the content from the media are producing adverse effects on the psychological wellbeing and waning in their mental and psychological health [
55,
56], while reducing our physical health if more use (i.e., audiovisual consumption) [
57]; this is something that would be good to investigate further.
On the other hand, based on the second objective, which “was to present through research (as a case study) a lesson plan using audiovisual communication through non-verbal communication, as an exemplar for use,” we can safely say that this lesson plan is considered reliable, based on (a) the results from this research (
Section 4), (b) the relevant literature for the creation of a lesson plan through audiovisual media communications applying non-verbal communication [
15,
16,
17,
18,
19,
20,
21], and (c) the modern approaches in teaching methodologies [
124,
125,
126,
127,
128] and to teaching methodology on the use of audiovisual media technologies in adult education [
4,
5,
6,
7,
8,
9,
10,
15,
16] to support technology-enhanced learning [
15,
27,
28,
29,
30]; and can be used as such or part thereof by anyone.
In addition, this article refers to the generations, and in particular the last five generational cohorts (Silent Generation, Baby Boomer Generation, GenX, Millennials, and GenZ). The reason was to reinforce the conclusions of the research, and not to research the generations in adult education (but adults from 18 years and older); which in this case was impossible because the age groups of the adult educators who participated in the main research were not based on the generational cohorts such as defined in the generational theory. Based on the generational theory [
39,
129,
130] people of the younger generations tend to perceive and use technology more actively, especially members of GenZ and Millennials who are
digital natives in a technological digital world [
67,
68]. Most of the adult educators who participated in the main research as adult learners are members of the mentioned generations based on the generational cohorts (
Figure 2), which is justified as
digital natives if we consider that the individuals who participated were selected through a special list following an online/electronic EοI where it was (a) published as an announcement in relevant online groups in social media, and (b) emailed. Also, the results of the experiments showed that they kept the interest and attention of the adult educators as adult learners (
Table 3), something that was a risk to keep in mind their genealogical characteristics, and especially how the younger generations consume audiovisual content [
15,
27,
28,
33,
34,
131,
132,
133]. This leads us to the conclusion that younger adult educators or/and the younger generations (GenZ and Millennials) (younger adults) adopt new technological innovations easily, since the consumption of audiovisual content in contemporary ways and platforms compared [
15,
27,
34] to the older generations (older adults), which confirms why research for the use of media in education has ceased in the last five decades. Furthermore, we can now say with absolute confidence that the use of audiovisual media communications in adult education, but also in education in general, is necessary and required, especially from now on, something that the adult educators should always keep in mind, if they want to match the current reality [
15].
Remarkably, the results also show that the use of TV programs (e.g., animated movie, TV series, TV productions, and movies) as videos (audiovisual media communications) in the educational process (in this case through the lesson plan) in technology-enhanced learning in adult education, kept the interest and attention of the participants as adult learners (
Table 1 and
Table 3), in both researches, and we can say that it is considered helpful for adult learners to make sense and understand the lesson (seminar), as in the relevant literature [
15,
16,
17,
27,
134,
135,
136]. Here we should mention that the use of video in the educational process in technology-enhanced learning has a dual use, as audiovisual media technology and as audiovisual content [
15,
16]. The fact that the video kept the interest and attention of the participants may be due more to its use as audiovisual content and not so much as audiovisual media technology. The specific TV programs that were used as audiovisual content through the use of video, may have played a key role in the successful conduct of the interactive teaching (seminar) in relation to the age or/and genealogical cohort of the participants as adult learners, in both researches, and especially in the main research that we know the age group of the participants. Most foreign TV series, TV productions, and movies have been shown or/and are being shown (at the time of writing this article) both in Cyprus and Greece through the public or private channels of the country or/and through pay-TV platforms of telecommunications providers (e.g., CYTAVISION, COSMOTE, etc.). Also, most of them are now available through the audiovisual platform Netflix, and from 2018—when Greek subtitles became available—have started to have more recognition in both countries [
137], especially in the members of GenZ and Millennials [
33,
34,
131,
132,
133]. The Greek TV series used in the seminar, although they are from past decades, are still shown repeatedly on TV in both countries until today (at the time of writing this article) with a big impact in viewership as well as on the Internet through the service Web-TV or Video on Demand (VoD) platform of the channels or/and through audiovisual platform YouTube; something which is also confirmed through literature review and various researches in both countries [
131,
133,
138,
139,
140]. More specifically, (a) the
Sto Para 5/In the Nick of Time (2005–2007) and the
Dolce Vita (1995–1997) which are still shown in Greece, as well as (b) the
Konstantinou and Elenis/Constantine’s and Helen’s (1998–2000) which has never stopped being shown repeatedly in both countries (at the time of writing this article); resulting in familiarity to the younger adults (e.g., GenZ) who participated in this research, especially in the main research. Also, the Greek TV series
S’ Agapo M’ Agapas/I Love You, You Love Me, which is based on the Canadian TV series
Un Gars, Une Fille/A Guy, A Girl from Radio-Canada (1997–2003) and it was broadcast for two seasons (2000–2002), had a big impact in viewership in both countries, led the Cyprus Broadcasting Corporation (CyBC) to get the rights and make the Greek-Cypriot version of the series using the Cypriot dialect under the title
Ego Kai Esy/Me and You for three seasons (2010–2013) on public Cypriot channel RIK1 (or CyBC1) and on the CyBC VoD platform [
140]. The repercussion of this series, in whatever country it has been shown, was due to the fact that it focuses on main social issues of contemporary interest that were related to everyday life [
140]. The sequel of the Greek version of the series in 2019 made the old ones remember it through nostalgia [
99,
101], while the younger ones learned it if they did not know it. In summary, all the above-mentioned Greek TV series are based on the triptych
love,
friendship, and
family while they were adapted to the daily reality of the viewers [
139,
140]. All this leads us to the conclusion that the successful conduct of the seminar, may have been due to its content which was already familiar and current, something which it is confirmed through the literature that says that adult learners learn when the education has a direct relation to everyday life [
4,
5,
72]. As a final point here, we should mention that the big impact in viewership of Greek and Greek-Cypriot TV series of the past decades is already known in recent years and a significant number of researchers have begun to study it in both countries [
138,
139,
140,
141].
In addition, from the results in
Table 2 and
Table 4 as well as the analysis of the variation on two factors (2X2) in
Figure 4, show that the sample of Cyprus has statistically significantly higher averages than the sample of Greece in audiovisual media communications. This may be justified from the point of view of audiovisual content through relevant researches conducted in both countries: (a) in Cyprus (i) on students aged 11–13 years old in 1995 (now 36–40 years old/Millennials) with a sample of 400 students of both genders, from the whole of Cyprus [
142], which safeguarded the balanced representation of the Cyprus population as to the relevant age groups; and (ii) on students aged 13–18 years old in 1997 (now 36–40 years old/Millennials), with a sample of 602 students (out of 52,900) of both genders, from the whole of Cyprus which is considered generalization to the population based on sampling followed [
143], as well as (b) in Greece on students aged 9–18 years old in 2009 (now 20–29 years old/GenZ and Millennials) with a sample of 775 students of both genders, from various regions of Greece (Attica, Crete, and Ko) [
144]. The results showed that the then young Greek-Cypriot students in both researches had a special preference and close relationship with TV [
142,
143], something which is documented through literature [
145]. In the 1995 research, the results showed that students have a particular preference for American TV series (e.g.,
Beverley Hills, 90210 from 1900 to 2000 from FOX) [
142], while in the 1997 research first for the Greek-Cypriot TV programs, subsequently for the Greek TV programs and finally for the American TV programs [
143]. Also, in the 1995 research, the results showed that students watched TV for more than over 2 h a day (with a percentage of 63%) [
142], while in the 1997 research, the students watched TV average 2 to 4 h a day (with a percentage of 85.9%) [
143]. On the other hand, in the 2009 research in Greece, the results showed that students watched TV for at least 1 to 2 h a day (at a percentage of about 47%) [
144]. Based on the specific conclusions, we can say that (a) the then Greek-Cypriot students were more familiar with TV (as audiovisual media communications) from the then Greek students as well as (b) the then Greek-Cypriot students consumed more audiovisual content through it from the then Greek students; who would probably still continue to behave the same way when they grow up, something that have been shown in the results this research (
Table 2,
Table 4, and
Figure 4) and is confirmed through the findings and results of relevant research that took place in Greece (Thessaloniki) and Cyprus (Nicosia/Lefkosia) in 2016 with the sample consisting of young adults aged 18–25 years old as
digital natives (now 22–29 years old/GenZ and Millennials) [
131,
133].
Also, from the analysis of the variation on two factors (2X2),
Figure 4 shows statistically significant interaction between the gender of each country, while the analysis of the variation in three factors (2X3) in
Figure 5 and
Figure 6 show statistically significant effect in the age, something where they would be good to investigate further in later stage or to be investigated through other studies or/and based on the genealogical cohorts. Moreover, the results in
Table 5 show that the answers from females are more positive in relation to the answers from males, which is a common phenomenon, especially in various research conducted in Cyprus and Greece in relation to the use of technology, new technologies, and ICTs in general in the last decade [
1,
2,
28,
144,
146]. Finally, the results from the main research have shown that the venue, time, and period of a seminar (
Table 3) are crucial and decisive factors for the implementation of a lesson, and this should be taken into account by adult educators and more studies could investigate.
On the other hand, the results from this research, unfortunately, cannot allow their generalization to the population and certain limitations are imposed [
80,
81] in both researches, due to (a) the methodology, (b) the small number of the participants of the study (which was restricted to 40 and 76, respectively), and (c) the sampling method followed (Internet sampling was applied [
47] in this case, as well as the relevant rules [
77]); which was not the aim and purpose of this research anyway (but to provide data that will contribute to the effective teaching utilizing audiovisual media communications in education, and especially in adult education). The results are also not presented, for example, in double-entry tables in relation to specific demographics, such as age groups of the sample because they were not subject in both researches (but the adults only—without gender—as adult learners), something which would be good to investigate further at a later stage or to be investigated through other studies.
In conclusion, this research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates MACE, ICTs in adult education (in Greece and Cyprus) which began in 2016, while part of its primary data was used as secondary data with other primary data of other researches for a secondary analysis [
12,
13]. The research protocol (including or/and the lesson plan) presented in this research can be applied to subsequent research or/and applied in a second step, with a larger group of participants that would deliver overall or/and generalized results against the population or/and base on the generational cohorts. Also, this research is considered as a case study with a mixed methodology [
78,
79] as a new methodological approach [
44,
45,
46,
47] (which is part of the new research methods [
44,
47]), and we hope that will become an important guide for those who apply this method or methods in their future researches, while its bibliography will become a source of further study. Finally, what we should bear in mind based on the results, is the correct use but also the appropriate choice of audiovisual content that we will use from and through audiovisual media technologies, because through it we can create non-verbal message, images, feelings, affects, emotions, and nostalgia [
12,
13,
20,
21,
22,
23,
54,
99,
100,
101,
102,
103,
104]
6. Conclusions
We live in a world in which the development of some things is affected by interest, trust, and from non-verbal messages. Many sciences use this triple combination to find ways which they apply in order for improvement or change to take place [
1,
2,
3], for example, those of media and education, and more specifically adult education [
4,
5,
6,
7,
8,
9,
10]. The modern and visual way of life we are experiencing imposes an attitude of acceptance of innovations on us, as a result of living in a world which is constantly developing [
1,
2,
3,
27,
33,
34].
Effective integration of audiovisual media communications in adult education requires talented, dedicated, and committed adult educators with imagination, charisma, uniqueness, nervousness, patience, and perseverance who facilitate broadening the curriculum [
4,
5,
6,
7,
15,
16]. More specifically, if they implement a lesson plan from and through audiovisual media communications [
4,
5,
6,
7,
15,
16,
17,
18,
19] should take into account the audiovisual content they will use as well as the importance of communication and behavior [
12,
13,
22,
23,
92]. Also, they should keep in mind that the right selection of teaching methods utilizing audiovisual media communications should be adjusted based on the adult learners’ profile [
15,
16,
24,
25,
26] and the genealogical characteristics of each generation [
39,
129,
130].
The use of audiovisual media communications in the educational process on all educational levels and disciplines can generate motivation, stimulation of perceptual skills [
15], and development of skills identified through 4C [
14] that will lead to enhanced learning outcomes [
15,
27,
28,
124]. In addition, with the use of audiovisual media communications as educational techniques and tools, we can reduce the symptoms of fatigue and tiredness, improving concentration and helping learners in their psychological health through non-verbal communication [
12,
13,
21,
22,
23]. Any type of audiovisual media communications must be customized and take into account the characteristics, culture, needs of the learners [
4,
5,
15,
24,
25,
71,
72,
135], and genealogical characteristics as
digital native or
digital immigrant [
67,
68], so that learning will never end and will be evidently lifelong.
In conclusion, the study and application of non-verbal communication is also crucial, especially if done with the use of audiovisual media communications. The function, utility, and knowledge of non-verbal communication in education, and especially in adult education, is essential, both in the real and in the virtual (digital) world to communicate better [
23], and without conflict [
22], from and through the audiovisual media communications [
12,
13].